Year |
Citation |
Score |
2023 |
Devlin BL, Hornburg CB, McNeil NM. Kindergarten predictors of formal understanding of mathematical equivalence in second grade. Developmental Psychology. PMID 37166867 DOI: 10.1037/dev0001559 |
0.804 |
|
2021 |
Kirkland PK, McNeil NM. Question Design Affects Students' Sense-Making on Mathematics Word Problems. Cognitive Science. 45: e12960. PMID 33873249 DOI: 10.1111/cogs.12960 |
0.318 |
|
2020 |
O'Rear CD, McNeil NM, Kirkland PK. Partial Knowledge in the Development of Number Word Understanding. Developmental Science. e12944. PMID 32026558 DOI: 10.1111/Desc.12944 |
0.385 |
|
2020 |
Gaylord SM, O’Rear CD, Hornburg CB, McNeil NM. Preferences for tactile and narrative counting books across parents with different education levels Early Childhood Research Quarterly. 50: 29-39. DOI: 10.1016/J.Ecresq.2018.07.010 |
0.755 |
|
2019 |
O'Rear CD, McNeil NM. Improved Set-Size Labeling Mediates the Effect of a Counting Intervention on Children's Understanding of Cardinality. Developmental Science. e12819. PMID 30779262 DOI: 10.1111/Desc.12819 |
0.389 |
|
2019 |
McNeil NM, Hornburg CB, Brletic-Shipley H, Matthews JM. Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice. Journal of Educational Psychology. 111: 1023-1044. DOI: 10.1037/Edu0000337 |
0.803 |
|
2018 |
Hornburg CB, Wang L, McNeil NM. Comparing Meta-analysis and Individual Person Data Analysis Using Raw Data on Children's Understanding of Equivalence. Child Development. PMID 29574694 DOI: 10.1111/Cdev.13058 |
0.78 |
|
2018 |
Fyfe ER, Matthews PG, Amsel E, McEldoon KL, McNeil NM. Assessing formal knowledge of math equivalence among algebra and pre-algebra students. Journal of Educational Psychology. 110: 87-101. DOI: 10.1037/Edu0000208 |
0.42 |
|
2018 |
Chesney DL, McNeil NM, Petersen LA, Dunwiddie AE. Arithmetic practice that includes relational words promotes understanding of symbolic equations Learning and Individual Differences. 64: 104-112. DOI: 10.1016/J.Lindif.2018.04.013 |
0.661 |
|
2017 |
McNeil NM, Hornburg CB, Devlin BL, Carrazza C, McKeever MO. Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence. Child Development. PMID 28902386 DOI: 10.1111/Cdev.12948 |
0.8 |
|
2017 |
Alibali MW, Crooks NM, McNeil NM. Perceptual support promotes strategy generation: Evidence from equation solving. The British Journal of Developmental Psychology. PMID 28857223 DOI: 10.1111/Bjdp.12203 |
0.776 |
|
2017 |
Hornburg CB, Rieber ML, McNeil NM. An integrative data analysis of gender differences in children's understanding of mathematical equivalence. Journal of Experimental Child Psychology. PMID 28705552 DOI: 10.1016/J.Jecp.2017.06.002 |
0.812 |
|
2016 |
Fuhs MW, Hornburg CB, McNeil NM. Specific Early Number Skills Mediate the Association Between Executive Functioning Skills and Mathematics Achievement. Developmental Psychology. PMID 27337509 DOI: 10.1037/Dev0000145 |
0.782 |
|
2016 |
Fuhs MW, McNeil NM, Kelley K, O’Rear C, Villano M. The Role of Non-Numerical Stimulus Features in Approximate Number System Training in Preschoolers from Low-Income Homes Journal of Cognition and Development. 17: 737-764. DOI: 10.1080/15248372.2015.1105228 |
0.383 |
|
2015 |
Fyfe ER, McNeil NM, Rittle-Johnson B. Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task. Child Development. 86: 927-35. PMID 25571776 DOI: 10.1111/Cdev.12331 |
0.465 |
|
2015 |
McNeil NM, Fyfe ER, Dunwiddie AE. Arithmetic practice can be modified to promote understanding of mathematical equivalence Journal of Educational Psychology. 107: 423-436. DOI: 10.1037/A0037687 |
0.513 |
|
2015 |
Byrd CE, McNeil NM, Chesney DL, Matthews PG. A specific misconception of the equal sign acts as a barrier to children's learning of early algebra Learning and Individual Differences. 38: 61-67. DOI: 10.1016/J.Lindif.2015.01.001 |
0.452 |
|
2015 |
Fyfe ER, McNeil NM, Borjas S. Benefits of "concreteness fading" for children's mathematics understanding Learning and Instruction. 35: 104-120. DOI: 10.1016/J.Learninstruc.2014.10.004 |
0.46 |
|
2014 |
Mcneil NM. A change-resistance account of children's difficulties understanding mathematical equivalence Child Development Perspectives. 8: 42-47. DOI: 10.1111/Cdep.12062 |
0.494 |
|
2014 |
Chesney DL, McNeil NM, Matthews PG, Byrd CE, Petersen LA, Wheeler MC, Fyfe ER, Dunwiddie AE. Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form Cognitive Development. 30: 30-46. DOI: 10.1016/J.Cogdev.2014.01.001 |
0.649 |
|
2013 |
Chesney DL, McNeil NM, Brockmole JR, Kelley K. An eye for relations: eye-tracking indicates long-term negative effects of operational thinking on understanding of math equivalence. Memory & Cognition. 41: 1079-95. PMID 23532591 DOI: 10.3758/S13421-013-0315-8 |
0.428 |
|
2013 |
Fuhs MW, McNeil NM. ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control. Developmental Science. 16: 136-48. PMID 23278935 DOI: 10.1111/Desc.12013 |
0.426 |
|
2013 |
Petersen LA, McNeil NM. Effects of perceptually rich manipulatives on preschoolers' counting performance: established knowledge counts. Child Development. 84: 1020-33. PMID 23240867 DOI: 10.1111/Cdev.12028 |
0.634 |
|
2012 |
McNeil NM, Chesney DL, Matthews PG, Fyfe ER, Petersen LA, Dunwiddie AE, Wheeler MC. It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence Journal of Educational Psychology. 104: 1109-1121. DOI: 10.1037/A0028997 |
0.681 |
|
2012 |
McNeil NM, Fyfe ER. " Concreteness fading" promotes transfer of mathematical knowledge Learning and Instruction. 22: 440-448. DOI: 10.1016/J.Learninstruc.2012.05.001 |
0.3 |
|
2011 |
McNeil NM, Fyfe ER, Petersen LA, Dunwiddie AE, Brletic-Shipley H. Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development. 82: 1620-33. PMID 21793817 DOI: 10.1111/J.1467-8624.2011.01622.X |
0.697 |
|
2011 |
McNeil NM, Fuhs MW, Keultjes MC, Gibson MH. Influences of problem format and SES on preschoolers' understanding of approximate addition Cognitive Development. 26: 57-71. DOI: 10.1016/J.Cogdev.2010.08.010 |
0.491 |
|
2010 |
McNeil NM, Rittle-Johnson B, Hattikudur S, Petersen LA. Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates' algebraic problem solving Journal of Cognition and Development. 11: 437-457. DOI: 10.1080/15248372.2010.516421 |
0.781 |
|
2010 |
McNeil NM, Weinberg A, Hattikudur S, Stephens AC, Asquith P, Knuth EJ, Alibali MW. A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions Journal of Educational Psychology. 102: 625-634. DOI: 10.1037/A0019105 |
0.754 |
|
2009 |
Brown MC, McNeil NM, Glenberg AM. Using concreteness in education: Real problems, potential solutions Child Development Perspectives. 3: 160-164. DOI: 10.1111/J.1750-8606.2009.00098.X |
0.337 |
|
2009 |
McNeil NM, Uttal DH. Rethinking the use of concrete materials in learning: Perspectives from development and education Child Development Perspectives. 3: 137-139. DOI: 10.1111/J.1750-8606.2009.00093.X |
0.353 |
|
2009 |
McNeil NM, Uttal DH, Jarvin L, Sternberg RJ. Should you show me the money? Concrete objects both hurt and help performance on mathematics problems Learning and Instruction. 19: 171-184. DOI: 10.1016/J.Learninstruc.2008.03.005 |
0.479 |
|
2008 |
McNeil NM. Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence. Child Development. 79: 1524-37. PMID 18826540 DOI: 10.1111/J.1467-8624.2008.01203.X |
0.499 |
|
2007 |
McNeil NM. U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems. Developmental Psychology. 43: 687-95. PMID 17484580 DOI: 10.1037/0012-1649.43.3.687 |
0.365 |
|
2007 |
Alibali MW, Knuth EJ, Hattikudur S, McNeil NM, Stephens AC. A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations Mathematical Thinking and Learning. 9: 221-247. DOI: 10.1080/10986060701360902 |
0.768 |
|
2007 |
McNeil NM, Jarvin L. When theories don't add up: Disentangling the manipulatives debate Theory Into Practice. 46: 309-316. DOI: 10.1080/00405840701593899 |
0.356 |
|
2006 |
McNeil NM, Grandau L, Knuth EJ, Alibali MW, Stephens AC, Hattikudur S, Krill DE. Middle-school students' understanding of the equal sign: The books they read can't help Cognition and Instruction. 24: 367-385. DOI: 10.1207/S1532690Xci2403_3 |
0.756 |
|
2006 |
Knuth EJ, Stephens AC, McNeil NM, Alibali MW. Does understanding the equal sign matter? Evidence from solving equations Journal For Research in Mathematics Education. 37: 297-312. |
0.568 |
|
2005 |
McNeil NM, Alibali MW. Why won't you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development. 76: 883-99. PMID 16026503 DOI: 10.1111/J.1467-8624.2005.00884.X |
0.668 |
|
2005 |
McNeil NM, Alibali MW. Knowledge change as a function of mathematics experience: All contexts are not created equal Journal of Cognition and Development. 6: 285-306. DOI: 10.1207/S15327647Jcd0602_6 |
0.686 |
|
2005 |
Knuth EJ, Alibali MW, McNeil NM, Weinberg A, Stephens AC. Middle School Students' Understanding of Core Algebraic Concepts: Equivalence & Variable Zdm - International Journal On Mathematics Education. 37: 68-76. DOI: 10.1007/978-3-642-17735-4_15 |
0.658 |
|
2004 |
McNeil NM, Alibali MW. You'll see what you mean: Students encode equations based on their knowledge of arithmetic Cognitive Science. 28: 451-466. DOI: 10.1016/J.Cogsci.2003.11.002 |
0.693 |
|
2001 |
Evans JL, Alibali MW, McNeil NM. Divergence of verbal expression and embodied knowledge: Evidence from speech and gesture in children with specific language impairment Language and Cognitive Processes. 16: 309-331. DOI: 10.1080/01690960042000049 |
0.649 |
|
2000 |
McNeil NM, Alibali MW. Learning mathematics from procedural instruction: Externally imposed goals influence what is learned Journal of Educational Psychology. 92: 734-744. DOI: 10.1037/0022-0663.92.4.734 |
0.683 |
|
2000 |
McNeil NM, Alibali MW, Evans JL. Journal of Nonverbal Behavior. 24: 131-150. DOI: 10.1023/A:1006657929803 |
0.528 |
|
2000 |
McNeil NM, Alibali MW, Evans JL. The role of gesture in children's comprehension of spoken language: Now they need it, now they don't Journal of Nonverbal Behavior. 24: 131-149. DOI: 10.1023/A:1006657929803 |
0.651 |
|
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